Transcript Presentation Title Slide

Using Your TELL Data:
A Guide for School Leaders
Insert date here
Welcome
• Insert your own welcome statement here
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2011 New Teacher Center. All Rights Reserved.
Training Objectives
• Become familiar with your school’s data from
the 2013 survey results and the website
• Understand the drill down process in order to
analyze the data
• Be able to unpack, disseminate and discuss
teaching conditions data to create action items
for school improvement
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2011 New Teacher Center. All Rights Reserved.
Agenda
• Connecting to the Data
• Setting the Context
• Drilling Down into the Data
• Understanding the Constructs
• Examining Items
• Analyzing and Discussing a specific Item
• Creating an Action Plan
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Norms for the Discussion
•Equity of Voice
•Active Listening
•Safety to Share Different Perspectives
•Confidentiality
•Other? ____________
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2011 New Teacher Center. All Rights Reserved.
Day and Night Partners
• Find a Day partner who has a very different job than
you. Write their name in your Day section and be sure
they write your name in their Day section
• Move on and go to a new person who has a similar job
or content area and write each others’ names in your
Night sections
• Return to your seat
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2011 New Teacher Center. All Rights Reserved.
Connector Directions
1. Read the rating system
2. Reflect upon each Teaching Condition Construct and
rate them from 1 (low) – 4 (high)
3. Reflect and write a few notes about each Teaching
Conditions Construct
4. Find your Day partner and share out key points for 2
minutes each
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Connector
CONSTRUCT
TIME
FACILITIES AND RESOURCES
COMMUNITY SUPPORT
MANAGING STUDENT CONDUCT
TEACHER
LEADERSHIP
SCHOOL
LEADERSHIP
PROFESSIONAL
DEVELOPMENT
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INSTRUCTIONAL PRACTICES AND
#
RATIONALE
Positive Aspects
Challenging Aspects
Setting the Context
CUSTOMIZE FOR YOUR PRESENTATION
• Rationale for taking the survey
• Information about the Survey
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What We Know about
Teaching Conditions
•It matters for kids
•It matters for teacher retention
•Principals and teachers view teaching
conditions differently
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2011 New Teacher Center. All Rights Reserved.
Reform is a Long Term Process
According to new research by Linda Darling-
Hammond, it takes 30 – 100 hours of
professional development extended over a 6 –
12 month period to affect change in the
classroom
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2011 New Teacher Center. All Rights Reserved.
Uses of the Data
• As a baseline for improvement
• As a metric (a way to measure) for
improvement
• As a way to help us prioritize our needs to
inform our school improvement plan
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2011 New Teacher Center. All Rights Reserved.
“Using the Survey Results Effectively”
Article
1. Read the article, taking notes on the
Reflection work sheet
2. Respond to the prompts on the Reflection
worksheet
3. Group Debrief
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Data Drill Down Process
Examine the Construct Indicators
Determine a Construct of Focus
Examine Items Within the
Construct
Determine an Item
of Focus
Analyze
Individual
Items
Develop
Plan
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2011 New Teacher Center. All Rights Reserved.
Basic TELL Vocabulary
• TELL – Teaching, Empowering , Leading and Learning
• Teaching Conditions – the systems, relationships, resources,
environments and people in your school that affect your ability
to teach (or learn) at a high level
• Construct – a grouping of several specific questions, all dealing
with the same topic
• Time, Facilities and Resources, Community Support and
Involvement, Managing Student Conduct, Teacher
Leadership, School Leadership, Professional Development,
and Instructional Practices and Support
• Item – a specific individual question
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2011 New Teacher Center. All Rights Reserved.
http://telltennessee.org
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2011 New Teacher Center. All Rights Reserved.
Find your District and School
State
State
State
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What do the Numbers Mean?
State
State
State
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Impact of % Completing
the Survey
• Within schools in your district, there is a wide range of
percentage of educators who completed the survey
• With an elbow partner, reflect upon what those
varieties of percentages can mean for your school?
• Why are the percentages important to know?
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Access to the Detailed Results
State
State
State
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Detailed Results
State
State
District
Level
School
State
District
Level
School
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Access to the Summary Results
State
State
State
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Summary Results
State
State
District
Level
School
State
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District
Level School
Access to the Comparison Results
State
State
State
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Comparison Report
State
2013
2011
School name
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BREAK TIME !
Place this wherever needed.
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Construct Indicator Worksheet
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Summary Report – Finding Your
School Data
State
State
District
Level
School
State
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District
Level School
Construct Indicator Worksheet
Marking Your School Data
48.8
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Summary Report – Finding Your
School Level Data
State
State
District
Level
School
State
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District
Level School
Construct Indicator Worksheet Marking
Your School Level Data
48.8
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59.0
Summary Report – Finding Your
District Data
State
State
District
Level
School
State
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District
Level School
Construct Indicator Worksheet
Marking Your District Data
48.8
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59.0
55.4
Summary Report – Finding Your State
Data
State
State
District
Level
School
State
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District
Level School
Construct Indicator Worksheet
Marking Your State Data
48.8
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59.0
55.4
55.9
Summary Results Comparison
Report – Results from 2011
State
State
State
School Name
92.0%
84.4%
38.2%
45.6%
73.9%
78.3%
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54.0%
Construct Indicator Worksheet –
Marking Your Data from 2011
48.8
38.2
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59.0
55.4
55.9
Construct Indicator Worksheet –
Calculate Growth from 2011 to 2013
48.8
38.2
10.6
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59.0
55.4
55.9
Compare Your School Data to the School
Level Data
48.8
38.2
10.6
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59.0
-10.2
55.4
55.9
Compare Your School Data to the District
Data
48.8
38.2
10.6
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59.0
55.4
-10.2
-6.6
55.9
Compare Your School Data to the State
Data
48.8
38.2
10.6
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59.0
55.4
55.9
-10.2
-6.6
-7.1
Prioritize the Constructs
• Prioritize the Constructs on your own
• “1” = highest priority; “8” = lowest priority
• Compare your list with your table group
• Together decide upon a common list
• Record your greatest STRENGTH on a yellow post-it
note
• Record your greatest NEED on a blue post-it note
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Prioritize the Constructs
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48.8
38.2
10.6
59.0
55.4
55.9
-10.2
-6.6
-7.1
xx.x
xx.x
xx.x
xx.x
xx.x
xx.x
xx.x
xx.x
xx.x
2
6
Construct a Consensogram
• Have 1 person at your table place your yellow
STRENGTH post-it above the appropriate construct on
the poster
• Place your blue NEED post-it above its construct as well
• If there is already a post-it at the bottom of the chart,
place your post-it above that one to make a bar chart
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Consensogram
2.1A
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2.1B
2.1C
2.1D
2.1E
Consensogram Findings
• Examine the consensogram findings
• Are there any patterns?
• Which Constructs stand out?
• Which Constructs are sparsely posted?
• What does this tell us about how we perceive our
school’s teaching conditions?
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It’s How You See Things
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Range of % Agreement
State
State
District
Level
School
State
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District
Level School
Construct Item Work Sheet
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Choose an Item of interest
Narrow your focus even further by
prioritizing your Items for this Construct
• Your item of focus does NOT have to be your
lowest item score
• You and your faculty know the context of your
school. Use that knowledge to choose an item of
greatest impact to explore further
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Item Consensogram
• Have 1 person at your table place your yellow
1st choice post-it above the appropriate Item
letter on the poster
• Place your blue 2nd choice post-it above its
item letter as well
• If there is already a post-it at the bottom of the
chart, place your post-it above that one to
make a bar chart
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Item Consensogram Findings
• Examine the Consensogram findings
• Are there any patterns?
• Which Items are most populated?
• Which Items can we rule out?
• What does this tell us about our current needs?
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Detailed Report
• The Detailed Report gives more specific
information about how strongly people feel
about the teaching condition
• Notice the indicators range from Strongly
Disagree, Disagree, Agree to Strongly Agree.
• N = number of people who responded
• DK = People who answered, “Don’t Know”
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Detailed Report
State
State
District Name
School Level
School Name
State
District
School
Level
School
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Detailed Report Makes the data more
Real
• In the example in item 2.1A, the equation would be: 41
(N) x .12 (strongly disagree) = 4.92. So about 5 of the
41 people strongly disagreed that they have time
available to collaborate with their colleagues.
• Take 2 minutes now to review the Detailed Report data
for our question
• What conclusions can your draw about our teaching
conditions from this additional information?
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What about N ?
• Does N match the number of teachers at your
school?
• What if N = 41, but there are 80 teachers at
your school?
• What does that indicate?
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Two Methods for Examining Individual
Items
• A linear process for Analyzing an Item
• Individual Item Prompts for guiding reflective
conversations
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Process for Analyzing an
Identified Item
What is
working?
What is not
working?
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What would
be ideal?
What are
challenges
to achieving
the ideal?
What’s Working? What’s Not?
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Fill in your own “What’s Working”
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Where are we Going?
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Ideal Example
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Brainstorm Ideal Situations
• Find your Night Partner
• Pair up with another set of Night Partners
• Brainstorm a list of Ideal situations regarding
our item
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Graffiti Wall Directions
• Stand by your assigned poster
• Record 3 or 4 Challenges to the Ideal
• Brainstorm as many ways to overcome those challenges
as possible (8 minutes)
• Rotate to next station Ideal at the signal (4 minutes per
station)
• Return to your original poster and reflect upon ideas
added by your colleagues
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Graffiti Wall Ideals
___________________
CHALLENGE #1
CHALLENGE # 2
CHALLENGE # 3
Ways to Overcome
Ways to Overcome
Ways to Overcome
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Individual Item Prompts
• Are used to guide reflective, collaborative conversations
about specific school conditions
• Are a series of reflective prompts for nearly every
question in the survey and are available on-line
• Are not the only questions to ask, but provide a starting
point for dialogue
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Sample Item Prompt
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2.1D: Reflections
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Item Prompt Discussion
• Assign a Facilitator, Recorder and Reporter
• Reflect upon these questions, or discuss any
other questions that arise ON TOPIC
• Record the group’s thoughts
• Pay attention to collaborative norms
• Be ready to share key points
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Creating an Action Plan
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SMART GOALS
• Specific
• Measurable and Observable
• Attainable
• Realistic
• Timely
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Creating Objectives
• Come to consensus about a single objective by
combining dominant ideas.
• Place a Check by key nouns that are repeated Time, Planning, Meeting
• Underline key verbs/adverbs that are repeated
– Meet Efficiently, Listen carefully,
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Spell Out Success
• What does your Objective look like specifically?
• Turn to an elbow partner behind you, someone
NOT at your table, and describe your image of
success with this objective (4 minutes)
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2 + 2 = 4 Directions
• Write one step that is critical for meeting our
objective in the first box.
• Share that idea with another person and write
their idea in the second box.
• Go to another person, give her your 2 ideas
and record her 2 ideas on your paper.
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3 Finger Voting
• Each person is allowed 3 votes.
• You can use all 3 fingers to vote for one
answer you feel strongly about, or use 1 vote
to count for 3 different choices.
• Or you can vote two fingers for choice #1, and
one finger for choice #2, etc…
• Count scores at the end to determine which Steps to
use.
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Finish the Action Plan
• Fill in the assigned section of the Action Plan with your
table group
• What must be included?
• How will we know we succeeded?
• What resources are needed?
• By Whom? / By When?
• Report out
• Commit to the goal
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Congratulations !! We DID IT !
• This is only the beginning!!
• We’ve worked and identified an area for growth
• We’ve made an action plan for HOW we’ll improve
• Now we have to DO it
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2011 New Teacher Center. All Rights Reserved.
Questions and Evaluation Sheet
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